词块教学法在高职院校英语听力教学中的实证研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-09-20编辑:lgg点击率:6808
论文字数:38662论文编号:org201609171756151804语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文词块教学法英语听力高职院校学生
摘要:本文是英语教学法论文,本人通过两年在高职院校的英语听力教学实习,深刻体会到了词块教学法对学生英语听力理解力的提高起着至关重要的作用。本文以词块法和听力教学为切入点,通过实证研究检验该教学法对提高高职院校学生听力能力的有效性。
on listening, speaking, reading and writing, but it cannot meet the need ofthose who can only master the form, sound and meaning of a word, the actual abilityto use words cannot be satisfied with most students, however, the amount ofvocabulary and the ability to drive vocabulary are important factors influencing thesuccess or failure of the language learning. Lexical chunk approach provides afeasible way of thinking to solve the problem. Lexical chunk broke through thetraditional range of lexical collocation, involving language, word formation, sentence,and even the entire passage. It is not only beneficial to vocabulary teaching, but alsopenetrated into every aspect of English teaching, which affects students on theirlife-long English learning.
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Chapter Two Literature Review
2.1 Study of Listening Teaching
The definition of listening has been given by many researchers from variousperspectives. According to O’Malley & Chamot (1990) listening is generallyconsidered as an active and sophisticated process with individuals construct meaningfrom audio information. From Vandergrift’s point of view (1999), in listeningcomprehension, listeners must distinguish sounds, know vocabulary and grammaticalrules identify stress and intonation and understand socio-cultural context of theutterance. Anderson and Lynch (1988) thinks that listening is an active meaningconstruction process, in which listeners distinguish what they hear and connect theirhearings with the knowledge learnt before to entirely understand the information.With the basement of previous researchers, Rost (2005) divided listening into fouraspects. Listening is receiving what the speakers really deliver; constructing andreprenting; Wang Shouyuan & Miao Xingwei (2003) put forward that in the processof listening, listeners actively take advantage of their knowledge of culturebackground to infer and construct the meaning of an oral discourse.From the various definitions given above, we can conclude that listening is anactive mental activity in which listeners take advantage of the known knowledge toconstruct information.
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2.2 Previous Study on Lexical Chunk
The linguists have been aware of the phenomenon of lexical chunk. A centuryago, Saussure talked that when a compound phrase consisted of a series of singlewords that appeared frequently, the consciousness of human beings would not analyzeits construction but to describe it as a whole memory and conform it as a singlememory and unit. (Saussure,1966;129-143) While Charles Fillmore also thought thata person’s linguistic competence had a large part of the number which was presentedby programming what he owned. (Charles Fillmor,1979:66). Pawley and Syderpointed out that native speaker of English often mastered massive customary lexicalchunks. Using lexical chunk could make the linguistic communication more fluentand smooth. That means the more learners master the lexical chunk, the more nativespeakers approach linguistic level. Cowie and Howarth (1988) found out that nativespeaker used more types and numbers of lexical chunk than non-native speaker bycomparing an article which was from English-speaking and two articles which werefrom non-native speaker in different levels. Furthermore, the higher level ofnon-native speaker applied more excellent than lower level of non-native speaker.Lewis was the most powerful researcher about the resea
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